George Mason University GMU.edu
CSE Squared - College of Education and Human Development - George Mason University

Inclusive STEM High School Design

The OSPrI study examined the design, implementation, and outcome dimensions, as well as the unique contextual elements for a new kind of school that is quietly emerging across the US, Inclusive STEM-focused High Schools (ISHSs). These schools differ from older, highly selective STEM-focused schools that target students identified as being STEM gifted/talented

The OSPrI study examined the design, implementation, and outcome dimensions, as well as the unique contextual elements for a new kind of school that is quietly emerging across the US, Inclusive STEM-focused High Schools (ISHSs). These schools differ from older, highly selective STEM-focused schools that target students identified as being STEM gifted/talented. In contrast, the goal of ISHSs is to develop new sources of STEM talent among under-represented minority students, and provide them with opportunity structures to succeed in school and in STEM jobs, college majors, and careers. Ten components found in the research were confirmed (CCs 1-10 below) as well as 4 new components (CCs 11-14 below). An inventory has been developed for schools to self-assess their school for the 14 STEM components in order to organize school improvement. The inventory can be found at https://ospri.research.gwu.edu/stem-inventory

Critical Components

  1. STEM-Focused Curriculum
  2. Reform Instructional Strategies and Project-Based Learning
  3. Integrated, Innovative Technology Use
  4. Blended Formal/Informal Learning Beyond the Typical School Day, Week, or Year
  5. Real-World STEM Partnerships
  6. Early College-Level Coursework
  7. Well-Prepared STEM Teaching Staff
  8. Inclusive STEM Mission
  9. Administrative Structure
  10. Supports for Underrepresented Students
  11. Dynamic assessment systems for continuous improvement
  12. Innovative and responsive leadership
  13. Positive school community and culture of high expectations for all
  14. Agency and choice

Erin Peters-Burton of George Mason University
Ann House of SRI International
Tara Behrend of The George Washington University
Sharon Lynch of The George Washington University
Barbara Means of Digital Commons

Lynch, S. J., Spillane, N., House, A., Peters-Burton, E. E., Behrend, T., Ross, K. M., & Han, E. (2017). A policy-relevant instrumental case study of an inclusive STEM-focused high school: Manor New Tech High. International Journal of Education in Mathematics, Science and Technology, 5(1), 1-20. DOI:10.18404/ijemst.75656

Peters-Burton, E. E., Kaminsky, S., Lynch, S. J., Behrend, T. Han, E., Ross, K., & House, A. (2014). Wayne School of Engineering: Case study of a rural inclusive STEM-focused high school. School Science and Mathematics, 114(6), 280 - 290.

Peters-Burton, E. E., Behrend, T., Lynch, S. J. & Means, B. (2014). Inclusive STEM high school design: 10 critical components. Theory into Practice, 53, 1-8.

Lynch, S. J., Peters-Burton, E. E., & Ford, M. (2014). Building STEM opportunities for all. Educational Leadership, 72(4), 54-60.